Johnson_LMF

//Learning Motivation and Fun//
 //View// the assignment page //for a more detailed explanation of this project.//

**Overview**
In this examination, I have analyzed the responses of independent learners, looking for patterns in their descriptions of memorable and fun learning experiences. I find this subject interesting for two main reasons: first, because independent learning experiences have been the most engaging types of learning experiences for me, throughout my life. Secondly, my interest is fueled by an awareness that today’s technology allows educators to communicate with self-directed, independent learners in a variety of new ways. I have no doubt that there has been, and will continue to be, an increased development of educational materials intended for the independent learner. As an educator, this awareness certainly calls for some further study, in order to gain some understanding as to what learning ingredients are most important for creating rewarding and engaging learning experiences for self-directed and independent learners.

For this analysis, I have taken a broad view of the concept of independent learning experiences. Using the "Learning Motivation and Fun" Database, I examined all of the interviews of respondents who rated the importance of interaction with other learners as: “none.” Some of these learners describe learning without the presence of an instructor. Others describe one-on-one instructor-based learning, and a few recall classroom experiences where the instructor taught a classroom of students, but the learning experience was regarded by the learner, as a highly individual experience, independent of interaction with other learners.

What are your 5 generalizations?

 * 5 generalizations about Independent learning experiences:**


 * 1) Independent learning experiences are rewarding when they are framed in a low-pressure environment.** Where achievement is not mandated, but is pursued on the learner’s own accord, learners report a high level of enjoyment in the learning experience. Of the four respondents who used computer-based learning games to improve a necessary skill (three referred to typing programs and one to Math Blaster) all describe how the fun of the experience is tied to a wish to improve upon past performances or to “beat” the recorded high scores of other players, all within the context of an individual experience with the game, unencumbered by the judging eyes of other people. Meg, an adult, recalls a recent painting class where her initial nervousness was allayed by a growing understanding that her effort was given for the pleasure and love of the activity.


 * 2) Where an instructor is present, independent learners almost universally connect positive feelings about the instructor with their enjoyment of the learning experience**. 12 of the 23 learners in the “no peer interaction” group recalled an instructor-led learning experience. In all but one of these cases (Natalie, age 7, did not specifically describe her ski instructor, except to say that she received one-on-one attention), learners indicated that the instructor created a feeling of comfort without intimidation. This complements the above generalization that learning experiences are rewarding when framed in a low-pressure environment. Meg, for example, explains how her revelation (about painting for her own enjoyment) was facilitated by the attitude of her professor, who brought a relaxed” sense of fun” to the class. Rob of San Diego recounts how his instructor’s engaging personality and “animated” sense of play made what Rob considered an otherwise boring high school subject (Economics) into a “really fun class” where he learned a great deal about a subject that had not previously interested him.


 * 3) Learners benefit by witnessing a demonstration of the technique or skill.** Bob learned classical music techniques by watching other musicians play the song on YouTube. Andy recalled learning a particularly challenging printing technique in his high school graphics arts class. After many failed attempts, each of which involved asking for instructions and then trying to do the technique on his own, Andy finally “learned” when his instructor demonstrated the technique to him, one-on-one. Ron, 43, linked a rewarding experience of recent rock climbing lesson to the “adrenaline rush” of success that he achieved by following the examples of his instructor in a one-on-one session. Demonstrations make it possible for the learner to follow an example of success as they learn a new skill. Having a working model to emulate certainly improves one’s chances of success, and successful completion of a challenge is clearly a major factor in the rewarding nature of a learning experience.


 * For self-directed independent learners:**


 * 4) Engaged learners describe a high level of personal connection to the anticipated learning outcome.** For Deborah, learning to fly a plane was connected not only with her father’s career as a pilot, but also with a love of the Hawaiian landscape that was her learning environment. Stacy, 33, recalled learning how her recent experience of learning to use Photoshop was fueled by a “high level of personal interest” in using the program for scrapbooking projects with her family photos. Raul of Chula Vista was motivated to learn to play the guitar by his father, who was his inspiration as well as his teacher. Bob of San Diego described learning classical music techniques while he was in the process of learning to play a song that he liked on the piano.


 * 5) The fun of learning is tied to an anticipated sense of achievement that comes as a reward for overcoming a perceived challenge.** The anticipation of reward overpowers a sense of frustration that comes with learning a new skill. Manny, at age 50, was motivated to learn Dreamweaver, even though he lacked web design experience, because he wanted to attract more clients to his business. Nate described learning to cook a gourmet meal at age 25, despite not previously owning pots and pans, because he wanted to impress his girlfriend with a Valentine’s Day meal. Mario recalls learning a challenging cake-building method in order to make an impressive display for his son’s birthday. In his interview, Mario described how the challenge of “trying to figure it out” overshadowed the frustration he experienced while working on his task, and infused the process with a “sense of excitement.” For Shawn, an avid game player, the challenge of learning video game systems becomes more engaging when the sense of fantasy is combined with the challenge of continually “learning new tools”, as opposed to a more boring game that involves the repetition of “the same thing over and over again.”

What strikes me most, among all of the independent learning experiences (and, most notably among the self-directed learners) is the sense of pride and ownership that the learners applied to their respective learning tasks. This ownership seems to be the major ingredient that makes a challenging learning experience enjoyable and rewarding. The ownership may come from a desire to impress others with a new skill or product, to satisfy a wish to learn a new skill, or from the thrill of improving upon previous performances. When this component is present, it seems that learning challenges not only become manageable; they actually enhance the learner’s sense of excitement and anticipation of reward.
 * Implications**

As an educator, I then ask, “Where does this sense of ownership come from?” The answer, as implied by the learners interviewed, indicates that it arises when the learner has a personal connection to the anticipated reward or to some aspect of the learning environment itself. This is a good reminder: as educators and designers, we have many opportunities to foster personal connections between our learners and the environment that we create for their learning experiences.